MIT OpenCourseWare is offering a new online course that examines poker theory and applications of poker analytics, reports Susie Poppick for TIME. “The course comes out of MIT’s Sloan business school, and the course description says poker theory and analysis can be applied to investment management and trading,” writes Poppick.
In an article for Bloomberg Business about how poverty can impact brain development in children, John Tozzi highlights research by Prof. John Gabrieli examining how family income can affect academic achievement. "It’s only in the last few years that there’s been any systematic research asking about the biological side of the story," explains Gabrieli.
President L. Rafael Reif speaks with John Hockenberry of The Takeaway about edX. “Imagine a situation in which not only those who get admitted get to learn from Harvard professors and MIT professors, but everybody who is willing to try,” says Reif of the power of online education.
Financial Times reporter Rebecca Knight discusses MIT Sloan’s Master of Finance program and how to be a successful asset manager with Senior Lecturer Gita Rao. “It takes an incredible focus,” says Rao. “You have to be very decisive [and] you have to be an independent thinker.”
MIT will be collaborating with the Woodrow Wilson National Fellowship Foundation to examine teacher and school leadership education, reports Jacqueline Thomsen for Inside Higher Ed. “The research will be part of a new institute at MIT, called the MIT PK-12 Initiative, which will provide support to STEM teachers in all levels of K-12 education."
NPR reporter Claudio Sanchez reports on the new collaboration between MIT and the Woodrow Wilson National Fellowship Foundation aimed at helping teachers use new technologies in the classroom. Sanchez explains that MIT researchers will focus on conducting studies to “guide the new curriculum and develop technologies focused on digital learning.”
A team of students from MIT and Harvard are biking across the country in an effort to spread enthusiasm for STEM fields, writes Eden Shulman for BetaBoston. During their journey, the students will “host workshops in a variety of STEM fields, providing hands-on science experience to kids that might not otherwise get it.”
Alison Gopnik of The Wall Street Journal writes that new research by Professor John Gabrieli indicates that poverty can have a negative impact on brain development in children. The researchers found that “low-income children had developed thinner cortices than the high-income children.”
WGBH reporter Cristina Quinn reports on this year’s 2.007 robot competition, during which student-built robots faced off on a course inspired by the movie Back to the Future. “We really try to stress real life skills in this class and one of the biggest as a designer is realizing things don’t work as you thought they would,” says Prof. Amos Winter.
Ami Albernaz reports for The Boston Globe on a new study co-authored by Prof. John Gabrieli that finds that income disparity affects brain development in children. “The findings add a biological perspective on what it means to come from a lower socioeconomic background,” says Gabrieli.
To help give her students a better understanding of the brain, Prof. Nancy Kanwisher shaved her head and had a student draw the different regions of the brain on her head, reports Melissa Malamut for Boston Magazine. Kanwisher explains that she saw her technique as a way to “discover basic components of the human mind.”
Research by Prof. John Gabrieli demonstrates that poverty can have a negative impact on the adolescent brain, writes Brooks Hays for UPI. “When researchers at MIT scanned the brains of some 54 students, they found high-income students (in comparison with lower-income peers) have thicker cortex tissue in areas of the brain linked with visual perception and knowledge acquisition,” Hays writes.
MIT has launched the Online Education Policy Initiative to investigate and make recommendations about the future of online learning, Inside Higher Education reports. The initiative “will over the next nine months release reports, host workshops and lecture series, and eventually make recommendations about online learning.”
A team of MIT researchers has found that the brain’s cortical thickness differs between low-income and high-income teenagers, reports Lyndsey Layton for The Washington Post. “The thing that really stands out is how powerful the economic influences are on something as fundamental as brain structure,” said Prof. John Gabrieli.
Anya Kamenetz reports for NPR on a new MIT-Harvard study examining data compiled from two years of courses offered by edX. Researchers found that a large number of Greek and Spanish citizens took MOOCs, leading them to wonder if austerity measures in these two countries led students to “look online for an education alternative.”